Nonie K. Lesaux & Emily Phillips Galloway 
Teaching Advanced Literacy Skills [EPUB ebook] 
A Guide for Leaders in Linguistically Diverse Schools

I. Advanced Literacies for the 21st Century

1. Rethinking Literacy and Its Leadership for the 21st Century

2. Defining Advanced Literacies

3. Defining Instructional Leadership for Advanced Literacies

II. Leading the Implementation of Four Key Site-Based Shifts for Progress

4. Revisiting and Strengthening the Instructional Core

5. Placing Data at the Core of the Literacy Improvement Effort

6. Using a Shared Curriculum or Platform to Support Daily Teaching and Learning

7. Leading the Implementation of Sustained Approaches to Staff Development

III. Moving Forward at a School Site

8. Bringing It All Together: Generating a Blueprint for Advanced Literacies Instruction

Conclusion: Leading Advanced Literacies Instruction

Appendix: A Leader’s Compendium of Tools

References

Index

Nonie K. Lesaux, Ph D, is the Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education. Her developmental and experimental research on school-age children and youth investigates language, reading, and social–emotional development; classroom quality and academic growth; and strategies for accelerating language and reading comprehension. With Stephanie M. Jones, Dr. Lesaux is also codirector of the Saul Zaentz Early Education Initiative and coprincipal investigator of the Early Learning Study at Harvard. She is a recipient of the William T. Grant Scholars Award and the Presidential Early Career Award for Scientists and Engineers. Dr. Lesaux has served on the Institute of Medicine and National Research Council’s Committee on the Science of Children Birth to Age 8.

Emily Phillips Galloway, Ed D, is Assistant Professor at Vanderbilt University’s Peabody College of Education and Human Development. Inspired by her work as a former middle school reading specialist and English language arts teacher, Dr. Galloway conducts research on the development of the language skills that support advanced literacy in struggling readers and in linguistically diverse adolescents. In addition, she works with large urban districts, school leaders, and educators to design literacy improvement efforts and assessment systems.

Sky H. Marietta, Ed D, is the Curriculum and Instruction Specialist at Pine Mountain Settlement School, a not-for-profit organization focused on improving opportunities for children in Appalachia, and a research fellow at Berea College. Previously, she was a postdoctoral fellow and lecturer at the Harvard Graduate School of Education. Her work examines connections among language, culture, poverty, and reading achievement, with a special emphasis on rural populations and science literacy. A former elementary teacher, Dr. Marietta has worked with numerous teachers and districts on implementing efficient and informative literacy assessment systems. She is coauthor with Nonie K. Lesaux of
Making Assessment Matter.